Abstract
The purpose of this article is to make recommendations for the organization of adult education in quarantine conditions: exchange of experience.The article identifies that "Lifelong Learning" is one of the priorities of society in all countries, focusing on such potentials of andragogy as promoting the social adaptation of adults and addressing issues of labor migration. In the conditions of COVID-19, an effective form of work was interactive communication through e-mail, work in Viber-groups and the use of the electronic platform ZOOM for distance lectures. It has been proven, that the methods of work of a teacher and an andragogue are not identical: adult learners and full-time university students are different mental subjects of education. The theory and methodology of teaching economic disciplines in these two varieties are very different. The authors present the results of the analysis of modern scientific sources, which testify in favor of the need for further development of andragogical learning technologies. The experiment of this study and comparative analysis was not planned, it took place for objective reasons, caused by the COVID-19 pandemic. The obtained results in practical andrаgogy are useful for teachers-practitioners, andragogues, employment services - especially in cases of force majeure in adult education (COVID and others) and for quality administrative control over the learning process in extreme conditions or at a distance operating mode
Highlights
Due to growing tendencies of demographic ageing [1], education for adults becomes a traditional phenomenon
We offer colleagues’ attention several e-pages of the diary of interactive communication of students of the course “External economic activity management” at the COVID-19 pandemic
The learning-scientific institute of continuous education of the National aviation university ((LSICE NAU) in Kyiv city works on widening age limits of students of continuous education
Summary
Due to growing tendencies of demographic ageing [1], education for adults becomes a traditional phenomenon. In that time scientific institutions on retraining and qualification improvement together with employment services started the active work for adaptation of temporally replaced persons to regional labor markets. The learning-scientific institute of continuous education (LSICE), created on the base of the National aviation university (NAU) in Kyiv city, retrained the staff from students, directed for studying by the employment service, including persons, replaced from the Eastern regions, who are temporally unemployed at the labor market and need qualified adaptation for its demand, for many years. The conference “Lifelong learning: social demands, modern challenges and priorities in realization” that took place at the National aviation university in Kyiv city at 22 of March of 2018, and the expert convent “Lifelong learning”, that took place in LSICE NAU at 20 of March of 2019, determined working priorities as to civilization challenges of education for adults [3, 5]. Among them: solving problems of the labor migration staff, social integration of temporally replaced persons, education for advance, for training scientific and managerial staff, andragogic business-education, formation of basic competences in the sphere of continuous education, ecologization of education, reformation of the system of postgraduate education, synergetics of education for sustainable development, specificity of migration education and so on [6]
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